Psychology in Education Critical Theory Practice 1st Edition by Tim Corcoran 9462095663 9789462095663

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ISBN 10: 9462095663

ISBN 13: 9789462095663

Author: Tim Corcoran

Psychology’s contribution to education has produced a persuasive and burgeoning literature willing to measure (e.g. intelligence quotients), categorise (e.g. learning and/or behavioural diffi culties) and pathologise (e.g. psychiatric disorders) students across learning contexts. Practices like these pervade relationships existing between psychology and education because they share in common certain views of people and the worlds in which they learn. There is however increased acknowledgement that contemporary practice demands alternate ways of working. As learning communities and educators endeavour to make a difference in peoples’ lives, they are critically questioning how their use of psychology in education constitutes future possibilities for personhood and psychosocial action. In this book, a group of respected international scholars examine controversies presently facing the enduring relationship between psychology and education. The book will appeal to readers who are interested in the innovative development and application of psychological theories and practices in/to education. The book will be of interest to transnational audiences and is accessible to scholars and students in disciplines including psychology, education, sociology, social work, youth studies, public and allied health. The volume includes contributions from: Tom Billington, Christopher Boyle, Lise Bird Claiborne, Tim Corcoran, Greg Goodman, Jack Martin, Athanasios Marvakis and Ioanna Petritsi, Jace Pillay, Isaac Prilleltensky, Anna Stetsenko, Jeff Sugarman and Stephen Vassallo with a Foreword by Ben Bradley. Tim Corcoran is Senior Research Fellow and Senior Lecturer in Critical Psychology at The Victoria Institute, Victoria University, Melbourne, Australia. He has extensive experience in educational psychology both as a school psychologist and researcher/academic. His work has involved teaching, research and professional practice in Australia, the UK, Singapore andIraq.  

Psychology in Education Critical Theory Practice 1st Table of contents:

1. THE POTENTIAL OF CRITICAL EDUCATIONAL PSYCHOLOGY BEYOND ITS MERITOCRATIC PAST

INTRODUCTION

RECENT MOVES HELPFUL FOR THE PROJECT OF CEP

Distributed cognition

Critical work against national standards movements

Attributing success to personal ability or effort

Interlude one: Trying out the ability/effort problem with students

Lay theories about the self

Interlude two: Tertiary students respond to notions of ability in educational psychology

NEW IDEAS ABOUT ABILITY FROM DISABILITY STUDIES

BEYOND ABILITY VERSUS DISABILITY: THE RADICAL EDGE OF EMBODIMENT AND SUBJECTIVITIES

Exploring the future of educational psychology practice in an era of new biotechnological enhancemen

FINAL THOUGHTS ON CEP BEYOND MERITOCRACY

NOTES

REFERENCES

AFFILIATION

2. EDUCATION AS TRANSFORMATION: Why and How

INTRODUCTION

WHY SHOULD EDUCATION BE TRANSFORMATIVE?

The Place of Wellness in Education

The Place of Fairness in Education

HOW SHOULD EDUCATION TRANSFORM LIVES?

Competence

Engagement

EDUCATIONAL PARADIGMS

THE ROLE OF PSYCHOLOGY IN EDUCATION AS TRANSFORMATION

CONCLUSION

REFERENCES

AFFILIATION

3. HETEROTOPICS: Learning as Second Nature

INTRODUCTION

AT ONCE UNIVERSAL AND LOCAL

FOUCAULT’S HETEROTOPIA

BETWEEN FIRST AND SECOND NATURE

HETEROTOPICS AND LEARNING

ORIENTING TO THIRDNESS

CONCLUSION

REFERENCES

AFFILIATION

4. NEO-FOUCAULTIAN APPROACHES TO CRITICAL INQUIRY IN THE PSYCHOLOGY OF EDUCATION

IAN HACKING: MAKING UP PEOPLE

ROSE: THE PSY HYPOTHESIS

FOUCAULT, HACKING, ROSE, AND AGENCY

THE NEED FOR CRITICAL APPROACHES TO EDUCATIONAL PSYCHOLOGY

THE PSYCHOLOGY OF EDUCATING PERSONS

NOTES

REFERENCES

AFFILIATION

5. SCHOOL SUCKS! DECONSTRUCTING TAYLORIST OBSESSIONS

INTRODUCTION

SEARCHING FOR AN ANSWER

REFERENCES

AFFILIATION

6. ‘WHAT’S THE SCORE’ WITH SCHOOLPSYCHOLOGY: Do we carry on regardless or is there any added v

INTRODUCTION

WHAT IS SCHOOL PSYCHOLOGY?

The State of Psychometrics

Case for Casework

EDUCATIONAL PSYCHOLOGY IN THE MARKETPLACE

Street Level Psychology

LABELLING AND CATEGORISATION

Positive Outlook

CONCLUSION

NOTE

REFERENCES

AFFILIATION

7. CHALLENGES EDUCATIONAL PSYCHOLOGISTS FACE WORKING WITH VULNERABLE CHILDREN IN AFRICA: Integration

INTRODUCTION

Educational psychology in an African context

THEORETICAL CHALLENGES

Maslow’s hierarchy of needs

Erik Erikson’s theory of psychosocial development

Kohlberg’s theory of moral development

Critical Theory

Bio- ecological systems theory

Social Ontogenesis theory

CHALLENGES FACING PRACTICE

INTEGRATION OF THEORY AND PRACTICE

CONCLUSIONS

REFERENCES

ACKNOWLEDGEMENT

AFFILIATION

8. TOWARDS A CRITICAL RELATIONAL EDUCATIONAL (SCHOOL) PSYCHOLOGY: Clinical encounters

INTRODUCTION

PROFESSIONAL PRACTICE – OF HOPE AND DOUBT

PROFESSIONAL PRACTICE AND THE SCIENCE OF DEFICIT

OF MENTAL SPACE

RELATIONAL SPACE

‘RELATIONAL BEING’ (GERGEN, 2008)

SOME CONCLUSIONS

REFERENCES

AFFILIATION

9. SOLIDARITY, NOT ADJUSTMENT: Activism learning as (self-)transformation

INSTEAD OF AN INTRODUCTION: OUR BACKGROUND

COMPLICIT CONFINEMENT OF LEARNING IN DOMINANT THEORY AND PRACTICE

LEARNING BEYOND THE SCHOOLING MODE – THE AUTONOMY OF LEARNING

Social Movement Learning

LEARNING (IN) SOLIDARITY

NOTES

REFERENCES

AFFILIATIONS

10. THE ENTANGLEMENT OF THINKING AND LEARNING SKILLS IN NEOLIBERAL DISCOURSE: Self, Self-Regulated L

INTRODUCTION

THINKING AND LEARNING SKILLS

NEOLIBERALISM: A STORY FOR THE 21ST CENTURY

Occupational Conditions

21st Century Competencies and Self-Regulated Learning

Modern Classrooms for the Modern World

SELFHOOD: THE BELLY OF THE BEAST

Neoliberal Selfhood

The Good Learner and Thinker as the Good Worker/Student

Disciplining Individualism

CRITICAL PSYCHOLOGY AND SELFHOOD

CONCLUSION

REFERENCES

AFFILIATION

11. PSYCHOLOGISM, INDIVIDUALISM AND THE LIMITING OF THE SOCIAL CONTEXT IN EDUCATIONAL PSYCHOLOGY

INTRODUCTION

MEASUREMENT?

PSYCHOLOGISM

WHY MANY OF THE FINDINGS OF EDUCATIONAL PSYCHOLOGISTS DO NOT APPLY TO INDIVIDUAL STUDENTS

THE METAPHYSICS OF INDIVIDUALISM

THE CASE OF AMERICAN INDIVIDUALISM

CONCLUSION: RECLAIMING THE SOCIAL, CULTURAL CONSTITUTION AND MAINTENANCE OF PERSONHOOD

NOTES

REFERENCES

AFFILIATION

12. TRANSFROMATIVE ACTIVIST STANCE FOR EDUCATION: The challenge of inventing the future in moving be

INTRODUCTION

THE PRESENT LANDSCAPE IN CRITICAL SCHOLARSHIP

THEORIZING THE FUTURE IN TRANSFROMATIVE ACTIVIST STANCE

EDUCATIONAL IMPLICATIONS AND CONCLUSIONS

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